著者

笠原 究

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.21, pp.91-100, 2010-03

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The purpose of the study is to investigate whether learning a two-word collocation is superior in retention and retrieval of meaning to learning a single word. The focus is on the effect of a two-word collocation consisting of a known word and a new word for learners, such as school janitor. This study employed 39 high school students. They were asked to remember the Japanese meanings of 20 low-frequency English words, half of which were turned into two-word collocations by attaching high-frequency cues. In short, they tried to remember the Japanese equivalents of 10 single words and 10 two-word collocations. Two types of recall test were conducted. Test 1 presented all the items as single words by removing the cues from the two-word collocations (without the cue condition). Test 2 presented all the items as they were on the list (with the cue condition). Both of the tests were given to the same participants just after the learning phase and one week later. The main results were: (a) two-word collocations showed better retention of meaning than single words and, (b) two-word collocations showed better results in the recall tests with cues in the retrieval phase, whereas the opposite results were obtained without cues in the retrieval phase. Some pedagogical implications were drawn from these findings.

著者

笠原 究

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.18, pp.21-30, 2007 (Released:2017-04-27)

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The purpose of this paper is to investigate the correlations between the paper and listening tests of English proficiency administered by the National Center Test for University Admission or Daigaku Nyugakusha Senbatsu Daigaku Nyushi Center Shiken (hereafter the Center Test) in 2006, when the listening test was introduced for the first time. The analyses were conducted based on data from 244 third-grade high school students who took both tests. The results showed that there was a moderate positive correlation between the paper as a whole and the listening tests. A closer examination revealed that the listening test was also moderately correlated with two sections of the paper test: grammatical knowledge and reading comprehension of a narrative. However, there was only a very weak correlation between the listening test and the section on pronunciation, word stress and sentence stress in the paper test Other findings are as follows: (a) The listening test had the same high level of reliability as the paper test; (b) The listening test had the same level of item discrimination but (c) a lower level of item difficulty. Some suggestions for future test construction are drawn from these findings.

著者

金山 幸平 笠原 究

出版者

全国英語教育学会 紀要編集委員会

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.27, pp.217-232, 2016 (Released:2017-04-05)

参考文献数

31

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The present study aims to compare the effects of expanding and equally-spaced retrieval practice on long-term L2 vocabulary retention. Since the discovery of Ebbinghaus’ forgetting curve, expanding retrieval practice has been considered more effective than equally-spaced retrieval practice. Learners have been encouraged to review target items immediately after the first learning session, and then extend intervals between study sessions gradually, rather than have the same interval period between each session. The present study challenges this assumption. Participants in Group A (n = 34) learned 20 target words under the expanding condition (Day 1, 1, 8 and 22), while those in Group B (n = 19) learned the same 20 target words under the equally-spaced condition (Day 1, 8, 15 and 22). Twenty-one days after the learning session (Day 43), both groups took a delayed post-test, where they were asked to recall Japanese meanings for the English target words. This study revealed that the expanding group showed significantly better results than the equally-spaced group just after the first review session. However, there was no significant difference in long-term retention between the two forms of spaced learning, as long as both groups were given the chance to have four learning sessions.

著者

卯城 祐司 土方 裕子 清水 真紀 院南 洋 笠原 究 下田 彰子 溝下 肇 佐藤 臨太郎

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.16, pp.71-80, 2005-03

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A translation test is one of the most common reading test methods in Japan, although its reliability and validity have been quite controversial. This study investigated the reliability and validity of translation tests as a measure of reading comprehension in Japanese university entrance examinations, with a particular focus on two research questions: (a) In terms of reliability, what types of translation materials cause difference in rating severity? (b) In terms of validity, what types of sentence can make great differences between translation and comprehension tasks? In order to examine the first research question, four experienced teachers scored English-to-Japanese translations made by 102 university students. Results showed that rating divergence is attributable to raters' different points of scoring (holistic vs. partial), and raters' leniency for inappropriate Japanese expressions or careless mistakes. The second research question was examined by administering 18 sets of translation and reading comprehension tasks to the same participants as above. Results showed that 4 out of 18 English sentences used in Japanese university entrance examinations were considered to be inappropriate as materials for translation tasks when examinees' reading comprehension was intended to be measured.